IB vs A Levels in Singapore

IB vs A Levels in Singapore: The Question Most Students Ask Wrong

Most students approach the IB vs A Levels decision as though there must be a correct answer hiding somewhere.

Which is harder?
Which is better for university?
Which gives my child more options later on?

But IB vs A Levels is not a binary choice. It is not about which system is ‘better’ in the abstract. It is about fit – and when fit is ignored, even capable, smart, hardworking students can struggle unnecessarily.

The Short Answer

IB and A Levels reward different learning styles.

• IB rewards consistency, organisation, and the ability to juggle many demands at once.

• A Levels reward depth, focus, and performance under exam pressure.

Neither system is superior. But each system quietly favours certain kinds of students — and penalises others.

Why “Which Is Harder?” Misses the Point

IB often feels harder because the workload never really stops.

There are always:

• internal assessments to refine,

• reflections to submit,

• extended essay milestones,

• tests spread across six subjects.

This creates a sense of constant pressure. Even strong students can feel perpetually behind.

A Levels, by contrast, often feel lighter day-to-day. There are fewer subjects, fewer formal assessments, and longer stretches without deadlines. This can create breathing room — but also a false sense of security.

When exams arrive, everything counts at once.

IB spreads difficulty across time.
A Levels concentrate difficulty at the end.

Difficulty exists in both systems — it is simply shaped differently.

Breadth vs Depth: The Real Structural Difference

This is the most important distinction, and the one most families overlook.

IB is built around breadth.
Students study a wide range of subjects simultaneously and must remain competent across all of them. Time is constantly divided, and no subject ever receives full attention for long.

A Levels are built around depth.
Students specialise early and go much further in fewer subjects. In H2 Math, H2 Economics, and the sciences especially, understanding must be layered carefully over time.

Students who enjoy:

• specialising,

• thinking deeply about a subject,

• mastering difficult concepts

often thrive in A Levels.

Students who prefer:

• balance,

• steady progress across many areas,

• frequent feedback

often thrive in IB.

Neither preference is more “mature” or “academic” — they are simply different.

Why IB Feels More Demanding (Even When It Isn’t Harder)

One reason IB students report higher stress is cognitive switching.

Moving constantly between subjects, assessment formats, and expectations is mentally taxing. Even when individual tasks are manageable, the accumulation wears students down.

A Levels demand less switching, but more endurance in a different sense:
students must sit with difficult concepts for long periods, often without immediate feedback, and trust that understanding will pay off later.

IB tests stamina.
A Levels test conviction.

Universities: Clearing a Persistent Myth

A common belief is that universities — especially overseas ones — prefer IB students.

In reality, universities do not choose curricula. They choose students.

They look at:

• grades achieved,

• relevance of subjects taken,

• consistency of performance.

A strong A Level profile is not disadvantaged.
A weak IB profile is not rescued by the system.

Performance within a system matters far more than the system itself.

Which Students Tend to Thrive in Each System?

IB tends to suit students who:

• manage deadlines well

• prefer continuous assessment

• dislike high-stakes, all-or-nothing exams

• cope well with constant workload

A Levels tend to suit students who:

• like specialising

• perform well under exam pressure

• are strong in analytical subjects

• can self-direct during quieter periods

When students struggle, it is rarely because they are incapable.
More often, it is because the system does not align with how they learn.

The Bottom Line

IB vs A Levels is not about prestige or difficulty.

It is about:

• learning style,

• tolerance for pressure,

• preference for breadth or depth.

The right system makes learning sustainable.
The wrong one makes capable students feel inadequate.

At Macro Academy, we help students build systems that work within the A Level structure — so depth becomes an advantage, not a liability.